On argumentative essay

1. Name of Teachers: 1.Rechelle Pagulayan
2.Ma.Jane Tungcul
3.Rosario Yap
4.Carina pelagio
5.Mary Ann Banatao
6.Mauricio Battung
7.Allen Catolos
8.Gerlyn Segador
9.Jenny Macanang
School: Cagayan National High School
Grade Level: Grade 10
Most Essential Learning
Competency/Competencies:
• Compose an argumentative essay
 Write an exposition or discussion on a familiar issue to include key structural elements and language
features ( EN10WC-IIb-13.2)
Areas of Integration:
(Identify the specific competency/competencies
in the area/s of integration)
1. Araling Panlipunan
(Nakakagawa ng mga malikhaing hakbang na nagsusulong ng pagtanggap sa iba’t ibang kasarian upang
maitaguyod ang pagkakapantay-pantay ng tao bilang kasapi ng pamayanan)
GOAL: Your goal is to promote gender equality and opportunities for involvement among students of Cagayan
National High School through writing an argumentative or persuasive essay
ROLE: You are a columnist/editorial writer in the campus paper
AUDIENCE: Your audience will be comprised of CNHS students, school heads, teachers, and parents
SITUATION: One of the highlights of the school-based online seminar of students is the advocacy on “Safe Spaces”
which promotes and safeguards against gender bias. Your Araling Panlipunan teacher recommends you
to write an article that advocates this and have this published in the school paper.

2. • Rubric Source: http://www.vassp.org
Rubric Source: http://www.vassp.org
Category 5 (Above Standard) 4 (Meets Standards) 3 (Approaching
Standards)
2 (Below Standards)
Attention
Grabber (Hook)
The introductory paragraph has a
strong hook or attention grabber that
is appropriate for the audience. This
could be a strong statement, a
relevant quotation, or a question
addressed to the reader.
The introductory paragraph
has a hook or attention
grabber, but it is weak,
rambling, or quite
inappropriate for the
audience.
The author has an
interesting introductory
paragraph but the
connection to the topic is
not clear.
The introductory
paragraph is not
interesting and is not
relevant to the topic.
Focus or thesis
statement
The thesis statement names the topic
of the essay and outlines the main
points to be discussed
The thesis statement
names the topic of the
essay.
The thesis statement
outlines some or all the
main points but does not
name the topic.
The thesis statement does
not name the topic and
does not preview what is
being discussed.
Grammar and
Spelling
The writer makes no error in grammar
or spelling that may distract the reader
from the content.
The writer makes 1-2
errors in grammar or
spelling that may distract
the reader from the
content.
The writer makes 3-4
errors in grammar or
spelling that may distract
the reader from the
content.
The writer makes more
than 4 errors in grammar
or spelling that may
distract the reader from
the content.
Capitalization &
Punctuation
The writer makes no errors in
capitalization and/or punctuation that
makes the essay exceptionally easy to
read.
The writer makes 1-2
errors in errors
capitalization and/or
punctuation, but the essay
is still easy to read.
The writer makes a few
errors in capitalization
and/or punctuation that
may catch the reader’s
attention and interrupt
the flow of the essay.
The author makes several
errors in capitalization
and/or punctuation that
catch the reader’s
attention and interrupt the
flow of the essay.
Rubric (English)

3. Rubric Source: http://www.vassp.org
Category 5 (Above Standard) 4 (Meets Standards)
3 (Approaching
Standards)
2 (Below
Standards)
Evidence
and
examples
All of the evidence and examples
are specific, relevant and the
explanations are given that show
how each piece of evidence
supports the author’s position.
Most of the evidence
and examples are
specific, relevant, and
the explanations are
given that show how
each piece of evidence
supports the author’s
position.
At least one of the
pieces of evidence
and examples is
relevant and has an
explanation that
shows how the piece
of evidence supports
the author’s position.
Evidence and
examples are
NOT relevant
and/or are not
explained.
Audience Demonstrates a clear
understanding of the potential
reader and uses appropriate
vocabulary and arguments.
Anticipates reader’s questions
and provides thorough answers
appropriate for that audience.
Demonstrates a
general understanding
of the potential reader
and uses vocabulary
and arguments
appropriate for that
audience.
Demonstrates some
understanding of the
potential reader and
uses arguments
appropriate for that
audience.
It is not clear
who the
author is
writing for.
Rubric (Araling
Panlipunan)